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Welcome to Communication and ASD

WELCOME TO COMMUNICATION AND AUTISM SPECTRUM DISORDERS
My name is Pat Rakovic, and I am delighted that you have decided to take this course.I have placed the syllabus below for easy referencing. I will be placing as much of the content as I am able on this wiki to allow you to review what we are doing in class as well as in case you are absent from class you will be able to follow along.If you have any questions on the content please email me.
Alan S. Feinstein Graduate School

Course Syllabus



School/College: Alan S. Feinstein Graduate School
Term: Winter 2011/2012
Course Title: Communication and Autism
Course Number: EDUC5096
Quarter Credit Hours: 4.5
Semester Credit Hours: N/A
Prerequisite(s): None

PROFESSOR NAME: Patricia Rakovic MA CCC/SLP, CGS ( Autism)
E-MAIL ADDRESS: rakovic@cox.net or patricia.rakovic@jwu.edu

Office Hours: By Appointment Only

Course Description
This course examines communication, starting with an overview of typical communication development, difference in autism speech and language development, assessments of communication, augmentative communication supports, visual supports, and the interrelationship between communication and socialization. Students develop the awareness and the necessary skills to conduct informal observations of communication abilities to identify supports that match the individual’s learning style. Students learn strategies to collaborate with teachers, family members and related professionals to increase communication among stakeholders. Using a combination of observation, invivo practice sessions, lecture and project based learning, student apply their knowledge of communication and supports across the autism spectrum.


Course Objectives: Upon successful completion of this course student will be able

1. To describe neuro-typical language development and its relationship to social development including verbal, non-verbal and social communication skills and describe how neuro-typical language development is fundamental to the academic learning process.
2. To describe the differences in language development in children with autism spectrum disorder (ASD) and demonstrate knowledge of the core communication deficits individuals with ASD present and how these challenges can impact academics
3. To identify, analyze, record and evaluate communication behaviors to develop goals to remediate using best practices and present findings to students, parents and professionals.
4. To demonstrate research-based interventions that positively impact communication skills of individuals with autism spectrum disorders.
5. To incorporate effective environmental and behavioral strategies that reflect the needs of the student(s) and work to assist the student in becoming a more fully functioning individual in their community;
6. To adapt a lesson to meet the needs of a student with ASD demonstrating an understanding of the core deficits of autism

Required Readings:

1. Charman, T., & Stone, W. L. (2006). Social and communication development in autism spectrum disorders: early identification, diagnosis, and intervention. New York: Guilford Press.
2. Hodgdon, L. A. (1999). Visual strategies for improving communication: practical supports for school and home. Troy, MI: QuirkRoberts P

3. Autism Internet Modules | Welcome. (n.d.). Retrieved from http://www.autisminternetmodules.org/
4. CEC | Autism/Asperger's Syndrome. (n.d.). CEC | Home. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Autism_Asperger_s_Syndrome&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5598
5. National Autism Center. (n.d.). Retrieved from http://www.nationalautismcenter.org/affiliates/reports.ph

Recommended Readings:
1. Lord, C., & McGee, J. P. (Eds.) (2001). Educating Children with Autism. Washington: National Academy Press. [This book is also available online, where it can be read for free, at http://www.nap.edu/catalog.php?record_id=10017#toc
2. Quill, K. A. (2000). Do-watch-listen-say: social and communication intervention for children with autism. Baltimore, MD: Paul H. Brookes Pub.( available at public library)
3. Quill, K. A. (1995). Teaching children with autism: strategies to enhance communication and socialization. New York: Delmar (available at public library)
4. Wetherby, A., & Prizant, B. (2000). Autism spectrum disorders: A Transactional Developmental Transactional Perspective. Baltimore, MD: Brookes.

CONTENT OUTLINE:

Orientation Review of Course Guidelines and Syllabus Set up of class ( Share, Teach, Practice, Reflect) Normal communication development a. Joint attention b. Verbal development c. Non-verbal language development d. Theory of mind e. Pro-social communication f. Conversational skills g. Early differences in development in a child with ASD h. Differences in brain development i. Dyspraxia j. Theory of mind difficulties k. How the combination of verbal, non-verbal communication and motor planning difficulties impacts social communication. How to take a language sample

Differences in language development in the child with autism spectrum disorder (ASD) a. Joint attention b. Verbal development c. Non-verbal language development d. Theory of mind e. Pro-social communication f. Conversational skills g. Early differences in development in a child with ASD h. Differences in brain development i. Dyspraxia j. Theory of mind difficulties k. How the combination of verbal, non-verbal communication and motor planning difficulties impacts social communication. How to take a language sample

Systems of Analysis and Assessments of Communication How to make an analysis of the language sample Review of communication assessments available a. Kathleen Quill: “Do Watch Listen Say” b. SCERTS model of communication c. Standardized measures d. Michelle Garcia Winner e. UCC Ziggurat CAP

Systems of Interventions Evidenced Based Practices Picture Exchange Communication System (PECS) Functional Communication Training (FCT) Computer-Aided Instruction Naturalistic Interventions

Systems of Interventions Social Narratives Speech Generating Devices/VOCA Video Modeling Visual Supports

The non-verbal child: systems to aid communication. PECS demonstration and practice Communication Matrix Technology Alternative Communication Systems

Communication and Academics: Particular Challenges for the student with ASD a. Circle Time b. Reading c. Writing d. Math e. Sports f. Community Involvement

Written Communication Ideas for teaching writing Ideas for teaching reading comprehension

Class Presentations, Wrap-up

EVALUATIVE CRITERIA:


Course Grading: Please know that my first priority is that you understand the content of this course so that you are able to apply the knowledge to your teaching. With that in mind you have the opportunity to revise papers and projects as outlined in the syllabus until the final class at which time all grades will be final.
Grades are based on a 400 point scale.

• Language Sample (80)
• Language Sample ASD (80)
• UCC/ISS/Global Planning (80)
• Ziggurat/CAPS (80)
• Lesson Plan (80)
• Reflections BONUS 5pts
• Attendance BONUS 5pts a class

Your grade will be determined by how many points you earn in the following areas:
A+ to A- = 400 – 360 points or 100% to 90.0%

B+ to B- = 359 – 320 points or 89.9% to 80.0%

C+ to C- = 319 – 280 points or 79.9% to 70.0%

D+ to D- = 279 – 240 points or 69.9% to 60.0%

Late Papers
Papers that are turned in late will result in a five point decrease for each day that it is turned in late. If you submit your paper via email you are responsible to insure that it has been delivered by requesting a returned receipt.

Professional Writing
All papers written should use professional language and have your name and the particular assignment in the footer of each page. Due to the sensitive nature of the content respect for the children, families and teachers needs to be exhibited. Remember to use “person first language” (ex. Child with ASD).
References must be sited in a bibliography.
All papers should be done in 12pt font, 1.5 spacing, last name in footer, page numbers. Papers using alternate format will result in grade reduction.

ATTENDANCE POLICY:
Attendance and class participation:
The purpose of the university’s Attendance Policy is to help you develop a self-directed, professional attitude toward your studies during your university experience and to maximize your educational opportunities.

Regular class attendance is essential to your success. It provides fundamental educational value and offers the most effective means for gaining command of the concepts and materials of your course of study. Further, attendance allows for interaction in class discussions and activities which are vital to your own education and that of other students.

Accordingly, responsibility for class attendance belongs to you, the student. You are expected to attend all classes, arrive on time, remain for the entire class period and report to class fully prepared with textbooks and required materials

Due to the interactive nature of this course attendance and participation is vital. All students are expected to be in class and complete all weekly assignments and readings. Students must notify the instructor prior to the absence and make arrangements to make up the work this may include passing an online quiz on the material or preparing a mini-project or paper that will demonstrate that the student has the knowledge of the material missed.

Students will be graded on their class discussion participation, group work and team presentation. They will be expected to have the following competencies

• Demonstrate the ability to take from the readings salient points and be able to contribute to a discussion on these.
• Demonstrate professional behavior as related to working with others, active listening to members of the group and ability to complete assignments in time allotted.
• Demonstrate professional behavior in observational sites being respectful to the professionals and children. This will include dressing professionally when at the off campus site, being mindful of confidentiality rules and not intruding on the instructional time of the students or teachers.

OUTCOMES ASSESSMENT:
Johnson and Wales University is committed to outcomes assessment. Faculty and students are, therefore, part of an ongoing effort to determine and refine the effectiveness of instruction and learning. Names of individual students will not be used when reporting results.

SPECIAL NEEDS STUDENTS:
Johnson & Wales is dedicated to providing reasonable accommodations to give learning disabled, physically challenged, and students with chronic medical conditions the opportunity to succeed in their academic pursuits. Students requesting services must provide the Center for Academic Support and must request that the accommodation information be sent to the faculty member.

ACADEMIC INTEGRITY:
If a student is found responsible for cheating, plagiarizing or in any way compromising their academic integrity, they may be subject to both academic disciplinary action (including dismissal from class) and student conduct review action (up to and including dismissal from the university). For additional information refer to the Academic Misconduct section of the current student handbook.

STUDENT EMAIL:
Each student at Johnson & Wales receives an email account and uses Microsoft Outlook Web Access, a Web-based e-mail program that allows them to access their e-mail through their web browsers. Students are required to use their Johnson & Wales email account for all university specific communication.

OCCUPANCY IN CLASS:
Occupancy in class is limited to faculty, officially registered students, aides authorized by the Center for Academic Support, and invited guests approved the vice president of academic affairs or the dean of the respective school, college or campus. No grade will be issued to any student unauthorized in any course.

FOOD & BEVERAGES IN CLASS:
In academic buildings, food and beverage consumption is limited to designated eating areas only. Under no circumstances are food and beverages to be consumed in classrooms.

MOBILE PHONES AND COMMUNICATION DEVICES IN CLASS:
Communication devises such as mobile telephones must be silenced (set to vibrate) during class time. For safety purposes including emergency communications devices such as mobile telephones may be left on during class time but disruptions to class due to communication devises will not be tolerated. Mobile communication devices should not be used during class time unless for emergency purposes.

UNIT OF CREDIT
The university measures undergraduate and graduate academic progress using the quarter credit hour system. Courses are offered in three formats and may combine two or more of those formats, which are lecture, laboratory, and experiential. Generally, one quarter credit represents 10 hours of instruction, which includes class lecture and additional classroom activities, and approximately 20 hours of study and preparation outside of the classroom; one quarter credit hour equals two laboratory hours or three experiential hours. Furthermore, laboratory and experiential courses may require additional hours of study and preparation outside of the classroom or learning environment.
SYSTEM OF RECORD FOR ACADEMIC GRADES
Note that official academic grades can be accessed via jwuLink. Grades maintained in the ulearn course management system are for tracking purposes only and may not reflect all of the criteria considered when calculating a student’s final grade.